Time Management Training Effects On Middle School Students' Achievement Motivation And Learning Burnout

Objective: To investigate the middle school students’ time management disposition and the levelof achievement motivation and learning burnout of present distribution; through the control oftime management training of achievement motivation and learning burnout.Methods: Using the Adolescence Time Management Disposition Scale, achievement motivationscale and adolescent learning burnout scale of Henan province Huangchuan high school 351students were measured, analysis of middle school students time management disposition and thelevel of achievement motivation and learning burnout of distribution status; and 150 randomlyselected students were divided into two groups for intervention, which the intervention groupimplementation of time management training, the control group without any training, through thecontrol of time management training of achievement motivation and learning burnout.Result.Survey research1．Students’ time management disposition of normal distribution, the majority of students withmoderate levels of time management tendency; achievement motivation in normal distribution, themajority of students with moderate levels of achievement motivation; learning burnout level isnormal distribution, most of the students in a moderate degree of learning burnout.2．Students’ time management disposition, achievement motivation and learning burnout amongall exist the different degree of correlation. Time management disposition in the sense of timecontrol on achievement motivation and learning burnout had significant predictive effect.Intervention study1．The time management training on middle school students’ time management disposition levelsignificantly increased role. The intervention group whether scores or scores of all dimensions( the sense of time value, the sense of time control, the sense of efficiency ) within the group, andthe difference between the groups have significant difference ( p=0.000).2．The time management training of achievement motivation have significant impact, theintervention group total points within the group, and the difference between groups havesignificant difference ( p=0.000). In the achievement motive of the two dimensions ( the pursuit ofsuccess and avoid failure) in the comparison, the former in the group, and the difference betweengroups have significant difference ( p=0.001); though the latter in comparisons among groups ofno significant difference, but the difference between and within groups with significant difference( p=0.001).3．The time management training after learning burnout scores in group, group had no significantdifference, but the difference was significant difference. In the learning burnout in threedimensions ( physical and mental exhaustion, academic alienation, low sense of achievement )comparison, except the low sense of achievement latitude within the group, and the differencebetween the groups have significant difference ( p=0.000), before the two dimensions are the onlydifference has significance difference.Conclusion: Students’ time management disposition, achievement motivation and learningburnout among all exist the different degree of correlation. Time management disposition in thesense of time control on achievement motivation and learning burnout had significant predictive effect.Time management training can significantly improve students’ time management disposition, andthen improve their achievement motivation. The role of learning burnout is mainly reflected in thelow sense of achievement improvement.